Creating a system of integrated support for general chemistry cohorts utilizing student-driven laboratory curriculum
The joy of science for many chemists mixes the thrill of discovery with the constancy of problem-solving. Interestingly, undergraduate laboratory curricula often replaces the excitement of experimentation with proper laboratory techniques and reproduction of values and concepts found in textbooks. Taking a red pen to content-laden laboratory design and returning to the simple excitement of experimental discovery requires a thoughtful process centered on methods for fostering student success. This student-driven model of laboratory instruction requires simplification of learning goals, real-time feedback, and scaffolded concept repetition through a triplicate model of experimentation with increasing complexity and rigor. By allowing students to independently investigate core chemical concepts through an open, experimental format we have realigned grades across introductory lecture and laboratory courses as well as increased student success in lecture creating a system of integrated student support.
Chamberlin, Stacy I. and Mier, Lynetta M., "Creating a system of integrated support for general chemistry cohorts utilizing student-driven laboratory curriculum" (2019). Regis University Faculty Publications. 265.